Action Plans - Intermediate Unit 10

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Transcript Action Plans - Intermediate Unit 10

Comprehensive Planning Process LEA-level Training

Jill Neuhard CP Statewide Project Manager CP Development Team [email protected]

717-732-8403

JOIN THE PA PLANNING LISTSERV

http://mailinglist.caiu.org

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The Comprehensive Planning Partnerships

eSP CAIU PDE DCIU PASIP 29 Intermediate Units

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The Comprehensive Planning Homepage http://tinyurl.com/CP-PDE-Home

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Data

The analysis of data in the Comprehensive Planning Web Application provides the energy or impetus needed for the planning process to move forward.

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Data

The purpose of data in the Comprehensive Planning Process is like the purpose of fuel in a car Just as the

combustion

of gasoline provides the energy needed for a car to move forward… …the

analysis

of data in the Comprehensive Planning Process provides the energy or impetus needed for the planning process to move forward 6

Data

Substandard gas?

Substandard data?

Substandard Performance

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Data

No Gas?

Improvement Performance STOPS No Data?

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Data

— from the very first examination of an entity’s Core Foundations and organizational health, through the prioritization of Systemic Challenges and selection of Action Plan Goals, to the selection of Strategies to address those Goals, to the ongoing evaluation of the effectiveness of Action Plans— 9

Data

The capacity for data analysis possessed by Pennsylvania’s educational entities varies greatly from entity to entity; therefore, how a planning team goes about examining an entity’s organizational health is left up to each planning team This means that planning teams accustomed to using long-established data analysis protocols may continue to use them 10

Data

A planning team looking to enhance the utility and quality of data analysis in its planning process may wish to engage an outside expert to guide the analysis of data, and/or planning teams may wish to utilize the

Data Walkthroughs

provided within the CP web application.

http://training.paplanning.org

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Data

The Comprehensive Planning Process requires planning teams to document data-based statements of

ACCOMPLISHMENT

and data-based statements of

CONCERN

within the CP web app in order to submit plans to PDE 12

Data

Statements of concern

should identify specific findings from analysis of data related to student academic achievement and performance (e.g. attendance, behavior, graduation rate, etc.) which the planning team believes to be most worrisome.

72% of our students did not score at the proficient or advanced level in the 2013 PSSA Reading exam.

The total number of behavioral referrals increased by 11% from 2011-12 to 2012-13.

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Data

A statement of concern should

NOT

be

an analytical description of poor organizational performance

—such analysis and documentation should be

deferred to the Systems Analysis section

of Comprehensive Planning 14

Data

The CP Process expects planning teams to be able to explain and substantiate the protocols used for the analysis of data, but at this time,

the CP Process does not require documentation of explanations and substantiations within the plan

The CP Process expects that

the decisions made by planning teams will be based upon relevant and timely data

.

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Processing Time

Identify questions regarding the analysis and use of data

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Web Application

Access to the Comprehensive Planning Web Application

http://tinyurl.com/CP-PDE-Home 18

Web Application

Navigating the Comprehensive Planning Web Application CP Training Site http://training.paplanning.org

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Web Application

The Compass will always be located in the upper left-hand corner of every page—clicking the Compass will open the left-hand navigation pane, which can be used to navigate to any page in the web application.

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Submission Deadlines

Phase 3 Submission Deadlines Special Education Plan:

May 31, 2014

Comprehensive Plan:

November 30, 2014

(3-year plans) NCLB-Related Improvement Plan Submission Deadline

June 30, 2014

(Annual submission of multi-year plans) [District or School Improvement 1 submission: ~

12/15/13 and 6/30/14

] Charter Annual Report Submission Deadline

September 1, 2013

(Returns to August 1 in 2014) 21

Work Flow

District-School Process Work Flow Phase 3 Version Timeline

Jul-Sep 2013 Sep-Dec 2013

District Level Planning School Level Planning

District and Schools receive AYP and School Improvement Status Complete District Profile Questions Complete School Profile Questions Complete Core Foundations Questions Complete Policy & Procedural Assurances Complete Needs Assessment: Analyze Data Record Patterns School Systemic Challenges Jan-Mar 2014 Complete Needs Assessment: Analyze Systems Build District Level Plan Complete Compliance Assurances Complete Needs Assessment: Analyze Data Complete Needs Assessment: Analyze Systems Communicate Prioritized Systemic Challenges to District

STOP & INFLUENCE DISTRICT LEVEL PLAN

Mar-May 2014 Communicate District Level Plan to Schools May-Jun 2014 Special Education Bridge Report-May 30

Jun 30, 2014 Optional Submission for Peer Feedback

July 2014 District Peer Feedback Aug-Sep 2014

Oct 30, 2014

Build School Level Plans Build School Level Plans

Submission of Identified School Level Plans

Identified School Level Plans Reviewed Revisions to District Level Plan and School Level Plans SLP Implementation SLP Implementation If necessary, repeat SLP process If necessary, repeat SLP process

Assurance that Identified School Level Plans submitted by Jun 30 remains appropriate given new PSSA data

SLP Implementation SLP Implementation If necessary, repeat SLP process If necessary, repeat SLP process Dec-Jan 2015 PDE Team Review Begins Dec-Jun 2015 District Budget Development Feb-Mar 2015 District Presentation to Team of Reviewers April 30, 2015 Deadline for District Approval/Acceptance July 1, 2015 Implement Year 1 Ongoing SLP Implementation SLP Implementation SLP Implementation SLP Implementation SLP Implementation If necessary, repeat SLP process If necessary, repeat SLP process If necessary, repeat SLP process If necessary, repeat SLP process Second submission, if necessary Identify District and School successes and struggles associated with identified goals. Also, record evidence of implementation and evidence of effectiveness and revise, edit, add or delete district action goals. 22

Processing Time

Identify questions regarding work flow, submission deadlines or the web application

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Web Application

To identify the CP components that must be completed for…

Special Education Professional Education Ed Tech eRate Funding

http://training.paplanning.org

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Web Application

To return to the full plan click “Make a Selection” and then click FILTER 25

Web Application

http://training.paplanning.org

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Process Note

At least one Action Plan is needed to support an eRate Funding request—the Action Plan needs to include documentation regarding how the technology for which funding is requested will address the Action Plan Goal.

The Professional Education Plan requires Professional Education-related Action Steps within Action Plans: Action Plans are usually designed to change educational practice; therefore, such Action Plans are required to include Action Steps focused on changing educators’ practices.

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Guided Planning Structure

1) Analyze data to identify symptoms of the overall health of the organization:

Accomplishments & Concerns

2) Analyze Entity Systems: a data based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges:

Guiding Questions

3) Based upon timely and relevant data,

Prioritize Systemic Challenges

4) Build

Action Plans

to address high-priority Systemic Challenges

Guided Planning Structure

[REVERSE 35 AND 36]

1) Analyze data to identify symptoms of the overall health of the organization:

Accomplishments & Concerns

http://training.paplanning.org

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System Analysis

2) Analyze Entity Systems: a data based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges:

Guiding Questions

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System Analysis

The highly complex system that is an educational entity is composed of component systems, each of which directly or indirectly interacts and influences all other component systems within a school or district; therefore, changes to a component system will directly or indirectly affect all other component systems, i.e. changes to a component system will impact the performance of the complex system that is a school or district 32

System Analysis

Guiding Questions provide the structure for the CP System Analysis process and are intended to prompt data-supported, analytical discussions about component systems within educational entities. Systems analysis provides a structure through which committed “analysts” can consider the characteristics of component systems and the interactions among component systems in order to reach consensus about what needs to be done to improve an organization. It is hoped these discussions will lead to the identification of Systemic Challenges deemed significant enough to warrant the design and implementation of Action Plans that are focused on the identified challenges.

http://training.paplanning.org

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System Analysis

http://training.paplanning.org

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System Analysis

Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA.

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System Analysis

If one or more System Characteristics are not present (and not checked), the web app will automatically answer the question “no” and create a statement of Systemic Challenge.

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System Analysis

If all System Characteristics are present (and checked), the web app will automatically answer the question “yes” 37

System Analysis

3) Based upon timely and relevant data,

Prioritize Systemic Challenges

http://training.paplanning.org

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System Analysis

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Processing Time

Identify questions regarding System Analysis

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Action Planning

4) Build

Action Plans

to address high-priority Systemic Challenges 41

Action Planning

Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal) Identify Strategies that have a significant probability of meeting the Action Plan Goal Identify all of the “to-do list” steps that will be needed to implement the Strategies:

each “to-do list” step is an Action Step

The total of all the Action Steps in an Action Plan is the implementation plan 42

Action Planning

To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge.

http://training.paplanning.org

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Action Planning

A Systemic Challenge selected for Action Planning is the Action Plan Goal.

Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

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Action Planning

After prioritizing Systemic Challenges, LEAs can develop new Goals Establish a district system that fully ensures consistent implementation of effective instructional practices focused on student mastery of standards aligned curricula across all schools for all students.

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Action Planning

The new goal will appear on the View Action Plans page.

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Processing Time

Identify questions regarding selecting Goals for Action Planning

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Action Planning

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Action Planning

OPTIONAL

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Action Planning

If planners wish to focus on two or more related Systemic Challenges, they may wish to consider creating a goal incorporating both challenges Establish a district system that fully ensures consistent implementation of effective instructional practices focused on student mastery of standards aligned curricula across all schools for all students.

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Action Planning

REQUIRED

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Action Planning

Indicators of Effectiveness are the specific targets for an Action Plan, which, if attained or exceeded, indicate the Action Plan is being effective.

SMART GOALS (Specific, Measurable, Attainable, Realistic and Time-sensitive) PVAAS growth data based upon 2013 PSSA Math and Reading Assessment results 85% of students involved in at least one intervention program show at least one year of growth.

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Action Planning

Indicators of Effectiveness are the specific targets for an Action Plan, which, if attained or exceeded, indicate the Action Plan is being effective.

SMART GOALS (Specific, Measurable, Attainable, Realistic and Time-sensitive)

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Action Planning

Indicators of Effectiveness are the specific targets for an Action Plan, which, if attained or exceeded, indicate the Action Plan is being effective.

Not evaluated by Review SMART GOALS (Specific, Measurable, Attainable, Realistic and Time-sensitive) PVAAS growth data based upon 2013 PSSA Math and Reading Assessment results 85% of students involved in at least one intervention program show at least one year of growth.

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Action Planning

When Indicators of Effectiveness have been documented, click the “Include” button to continue building the Action Plan.

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Action Planning

On the “View Action Plans” page, clicking “Build” takes a user to the “Action Plan” page 56

Action Planning

On the “Action Plan” page, clicking “Create/Import a Strategy” takes a user to the "Create Strategy” page

Click EDIT to edit or ADD an Indicator of Effectiveness

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Action Planning

Consider accessing these pages to obtain helpful information; however, it is recommended the import function not be used because most descriptions will not describe how the strategy will be used by the LEA http://training.paplanning.org

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Use the information provided via the links to create a title and description.

Title:

Making Data Part of an Ongoing Cycle of Instructional Improvement

Strategy Description:

Protocols will be established that prescribe what and how common assessment data will be collected periodically, how it will be analyzed and reported, and when teacher teams will be expected to meet to use the analysis to inform instructional practice. Results will indicate which practices need strengthening or replacement, which will all serve to increase the effectiveness of instructional practices across all classrooms 59

PDE-recognized Strategies: use the information, not the import Title:

Making Data Part of an Ongoing Cycle of Instructional Improvement

Strategy Description:

Protocols will be established that prescribe what and how common assessment data will be collected periodically, how it will be analyzed and reported, and when teacher teams will be expected to meet to use the analysis to inform instructional practice. Results will indicate which practices need strengthening or replacement, which will all serve to increase the effectiveness of instructional practices across all classrooms 60

Action Planning

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Processing Time

Identify questions regarding selecting Strategies for Action Planning

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Action Planning—Implementation Plans

Once Strategies have been identified, planners should design an implementation plan —a management tool that will guide the implementation of the Action Plan Strategies.

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Action Planning—Implementation Plans

An implementation plan is comprised of all the “to-do list” steps needed to implement the Strategies. Each “to-do list” step is an Action Step.

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Action Planning—Implementation Plans

The leadership teams from each school will determine the most appropriate groupings of teachers (e.g. grade level, content area, etc.,) that will engage in the analysis of common assessment results to inform those teachers about their collective and individual instructional practices.

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Action Planning—Implementation Plans

A list from each school of the teachers in each data team with a postscript that describes the rationale for the establishment of data teams.

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Action Planning—Implementation Plans

At least one Action Step in at least one Action Plan must have a target completion date sometime in June 2015 or later for NCLB-required Improvement Plans 67

Action Planning—Implementation Plans

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Action Planning—Implementation Plans

OPTIONAL

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Action Planning—Implementation Plans

REQUIRED BY WEB APP REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD

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Action Planning—Implementation Plans

http://training.paplanning.org

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Action Planning—Implementation Plans

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Action Planning—Implementation Plans

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Action Planning

The most common documentation error in the GPS of submitted plans is

the misidentification of Strategies as Action Steps

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Action Planning

Strategy

: Increase teachers’ working knowledge of effective instructional practices.

Action Step 1

:

Instructional Conversations

[Description: Train and support teachers in using goal directed conversations on an academic topic between a teacher and a small group of students]

Action Step 2

:

Differentiated Instruction

[Description: Train and support teachers in providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability]

Action Step 3

:

Shared Book Reading

[Description: Train and support teachers in implementing Shared Book Reading, which involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them.] 75

Action Planning

Action Steps misidentified as Strategies may be documented in at least two appropriate ways—one way is

to incorporate them into the Strategy description

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Action Planning

Strategy

: Increase teachers’ working knowledge of effective instructional practices: A. Train and support teachers in using

Instructional Conversations

, which are goal-directed conversations on an academic topic between a teacher and a small group of students B. Train and support teachers in providing students with

Differentiated Instruction

, i.e. providing different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability C. Train and support teachers in implementing

Shared Book Reading

, which involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them 77

Action Planning

A second way to document Action Steps misidentified as Strategies is to

replace the single Strategy with multiple strategies

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Action Planning

Strategy 1

: Instructional Conversations: goal-directed conversations on an academic topic between a teacher and a small group of students.

Strategy 2

: Differentiated Instruction: providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.

Strategy 3

: Shared Book Reading: Shared Book Reading involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them.

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Processing Time

Identify questions regarding creation of an implementation plan

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Completing the Process

Signers must have a PDE Portal account and must have at least Author access to the entity’s plan.

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Completing the Process

In order to ask the web app to check the plan for completion, and to see the SUBMIT button, a user must have

Planning Leader

Access .

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Completing the Process

Reports can be selected and printed using this page.

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Reporting

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Reporting

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Questions?

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Contact Information

Jill Neuhard Comprehensive Planning Statewide Coordinator [email protected]

717-732-8403

JOIN THE PA PLANNING LISTSERV

http://mailinglist.caiu.org

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For more information on the Comprehensive Planning Process please visit PDE’s website www.education.state.pa.us

The mission of the department is to academically prepare children and adults to succeed as productive citizens. The department seeks to ensure that the technical support, resources and opportunities are in place for all students, whether children or adults, to receive a high quality education.

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